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Antispectacleandclassroom of the future.b.

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A LECTURE ON THE CLASSROOM OF THE FUTURE....

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Antispectacleandclassroom of the future.b.

  1. 1. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  2. 2. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE Four white screen walls, the audience sitting around in a square or a circle at the edge, the !Virgilian guide" is in the middle with ancillary live performance, and the participants have their net books and gyro mice to move the dozens of bits of data along. Sound. Plenty of sound. Perhaps smell. Haptics? Do the seats rumble? Perhaps. The parallax views from the side screens remove the sense that they are watching a prim; suspend your disbelief prepared image that they can !enter into" from the front. That is about it. The mentor guides the !data" to be shown: entertainment, hyperlinks, portals, sounds, live performances, and a cacophony of other things. The participants lay way back in their seats. With the gyro-mouse they move their bits of data across the screen to make it appear to the other individuals. The !Virgil" then can lead them through the hell of this chaos of narcissistic images or he or she can point out patterns. This is a type of !spectacle driven" consolidation in a time-the telemodern-where spectacle is in danger of extinction and not in transcendence…as the papers might tell us. The large and shattering spectacle of the events of 911 where played over to us as if we were in a large techno rave dancing to the new beat of the 21st century. Again and again and again. The message it hammered is that the !American way of life" was attacked on home soil much the same way Pearl Harbor happened. Soon after this event (which had followed the bubble/pyramid scheme of the dot.com boom) !freindster" emerged and then all of the other social-content media. In terms of hardware, the first pervasive wifi emerged in the states. Telematic machines got smaller and finally the !smart phone" became an ultimate mobile means of delivery. Perhaps the net book becomes this ideal in a better way than the Smartphone, which is ergonomically limited. The net book is very close to the late century ideal of !one laptop per child" of Negroponte. And now that the delivery is !democratized" what are we going to do with all of that expressive information coming from the !witnessing" ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE and narcissism of the social media sites? PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  3. 3. More importantly, what sort of information becomes important to impart as a public culture? Pluralistic information fused together with the skills of discourse? Didactic information that must find a necessary prosthetic within the short term and long-term memes of the brain and individual? What are knowledge prosthetics in a society that is surrounded with telematic portals all of the time? So what to all of this. There is a big !so what". The wars in Iraq and Afghanistan go largely !de-spectaclized". The spectacles of wars and economic collapse are too pervasive and touch more than at any other times. The !real" boundaries of employment and economic shifting can come and go with a new factory in china displacing those in Virginia, and teleservicing has found a place in Mumbai. One of the defenses of the individual is to not listen to the large spectacle circuses and realize that the shifts in economics must be approached with an idea of mobility and movement in addition to skills. This…with the resolute current of ADD that attends multiple media…makes it difficult to create the spectacle necessary in a classroom to develop the cognitive operations for learning. Should we learn in public? Is human- to-human memetic transference dead? Are those newly discovered !mirror neurons" better attended to 24-7 delivery of the necessary information tailored to the individual? There are also good evidences that the individual shouldn"t trust the !pyramid schemes" of most institutions. Pay it forward is to be avoided at all costs. This erodes possible and existing civic education. The room is not an !edutainment" space. It is an attending space-much like the theater-that allows for the floating of many of the memes and allows the mentor to focus some of them toward the agenda of cognitive discourse and memorization. It complements the discursive procedures an allows the pluralistic discourses to happen along side of the dogmatic information to transfer to the memes of the individual. Much in the way that the sliver of a line of face book allows for a !feed" of sometimes necessary yet ultimately narcissistic information the space reinvests this with a spectacle value. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  4. 4. Eighty percent of the students will want twenty percent of what the institution: the classroom. The rest of the living and lifestyle amenities with disappear in inefficiency. There is also a type of thirst for the witnessing of the reaction of those in !audience". With the parceling of information on flickr, facebook, myspce, and the Beckett-like dialog with twitter the classroom immersive environment repositions the relative !importance" of information. If history are those set of tricks we play on the dead, this space-corralling and consolidating the natural !micro-spectacles" of a face book or a my space. Its time is come. FROM WIKIPEDIA ON SELECT THEMES: Morality There are a number of views regarding the origin and nature of human morality # Moral realism or moral objectivism holds that moral codes exist outside of human opinion—that certain things are right or wrong regardless of human opinion on the topic. Objective morality may be seen as stemming from the inherent nature of humanity, divine command, or both. # Moral subjectivism holds that moral codes depend on human opinion. # Moral relativism holds that moral codes are a function of human values and social structures, and hold no meaning outside social convention. # Moral absolutism is the view that certain acts are right or wrong regardless of context. # Moral universalism compromises between moral relativism and moral absolutism and holds that there is, or should be, a common universal core of morality. # Moral nihilism is the view that no morality exists. Amoralism is the view that the concepts of moral right and wrong do not have meaning. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  5. 5. # State of nature State of nature refers to philosophical assertions regarding the condition of humans before social factors are imposed, thus attempting to describe the "natural essence" of human nature. # Views which see humans as inherently good: # According to John Locke, humans in the state of nature have perfect freedom to order their actions according to the laws of nature. Locke agreed with Thomas Hobbes, that people could do so without having to ask permission to act from any other person, because people are of equal value. People only leave the state of nature when they consent to take part in a community in order to protect their property rights. # According to Pelagius, humans in the state of nature are not tainted by original sin, but are instead fully capable of choosing good or evil. # According to social determinism and biological determinism, human behavior is determined by biological and social factors, so people are never truly to blame for actions generally considered "bad" nor truly credited with actions generally considered "good." # Views which see humans as inherently bad: # According to Hobbes, humans in the state of nature are inherently in a "war of all against all," and life in that state is ultimately "solitary, poor, nasty, brutish, and short." To Hobbes, this state of nature is remedied by a strong government. # According to the Protestant doctrine of original sin, human beings are inherently corrupt creatures stained by the sin of Adam, and can only be redeemed by the grace of God through faith in the righteousness of Jesus Christ, whom they believe to be His morally perfect Son. In Christian theology, the virgin birth is believed to make this possible, as original sin is thought to pass from the seed of man. Catholicism, however, holds that the natures of both Jesus and His mother Mary, as a holy vessel for the Messiah, were uncorrupted by original sin. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  6. 6. # According to Bertrand Russell moral evil or sin is derived from the instincts that have been transmitted to us from our ancestry of beasts of prey. This ancestry originated when certain animals became omnivorous and employed predation (killing and thievery) in order periodically to ingurgitate the flesh as well as the fruit and produce of other once-living things to support metabolism in competition with other animals for scarce food-animal and food-plant sources in the predatory environment in which we evolved. Thus, the simple fact that we humans must eat other life or else starve, die and rot is the probable primordial origin of contemporary and historical moral evil; i.e., the bad things we do to each other by lying, cheating, slandering, thieving and slaughtering. # View which sees humans as having a "wounded human nature" # According to the Catholic Church, humans were created good but were wounded by their own free decision to sin. Human beings were in a state of "original holiness and justice," but lost these due to original sin, committed by Adam and passed on by him as a state of nature to his descendants. According to its Catechism of the Catholic Church, "human nature has not been totally corrupted: it is wounded in the natural powers proper to it, subject to ignorance, suffering and the dominion of death, and inclined to sin - an inclination to evil that is called concupiscence. Baptism, by imparting the life of Christ's grace, erases original sin and turns a man back towards God, but the consequences for nature, weakened and inclined to evil, persist in man and summon him to spiritual battle." (CCC 405) [2] ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
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  152. 152. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  153. 153. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  154. 154. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  155. 155. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  156. 156. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  157. 157. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  158. 158. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  159. 159. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  160. 160. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  161. 161. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  162. 162. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  163. 163. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  164. 164. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  165. 165. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  166. 166. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  167. 167. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  168. 168. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  169. 169. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  170. 170. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  171. 171. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  172. 172. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  173. 173. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  174. 174. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  175. 175. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  176. 176. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  177. 177. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  178. 178. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  179. 179. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  180. 180. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  181. 181. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  182. 182. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  183. 183. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  184. 184. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  185. 185. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  186. 186. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  187. 187. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  188. 188. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  189. 189. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  190. 190. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  191. 191. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  192. 192. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  193. 193. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  194. 194. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009
  195. 195. ANTI-SPECTACLE AND THE CLASSROOM OF THE FUTURE PROF. PHILLIP BALDWIN Tuesday, December 22, 2009

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